Higher Psychology
Question Paper 2015
Commentary
Commentary on Question 1(a)
The evidence for these candidates has achieved the following marks for Question
1(a) of this Course Assessment component.
All three candidates have chosen a different stage within the research process,
demonstrating the variety of responses available. Each candidate has clearly
demonstrated the depth required for full marks with two separate points.
Candidate 1
The candidate was awarded 2 marks. Literature review
 Looks through previous studies
 Uses to guide the direction of their own study
Candidate 2
The candidate was awarded 2 marks. Analysing data
 Numerically using…
 Qualitative data from…
Candidate 4
The candidate was awarded 2 marks. Forming Hypothesis
 Based on existing theories
 Maybe modified at a later point
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Higher Psychology
Question Paper 2015
Commentary
Commentary on Question 1(b)
The evidence for these candidates has achieved the following marks for Question
1(b) of this Course Assessment component.
Candidate 1
Here the candidate has started with a brief description of their chosen research
method. Although this does not attract marks, it does provide a base for the
evaluation and should be kept to a minimum.
The candidate was awarded 4 marks. These marks are for four separate points,
two positive and two negative points providing a balanced evaluation.
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Control of extraneous variables (1 mark)
Can directly see the of cause and effect (1 mark)
Has very low ecological validity as it is very artificial (1 mark)
May be affected by demand characteristics (1 mark)
Candidate 4
The candidate was awarded 4 marks. Here the candidate does not provide a
separate description, although this is evident with their explanation of each
evaluative point. Here this candidate provides well developed points of
evaluation.
 The results will have high ecological validity (1 mark) as the experiment
occurs in a naturalistic setting, meaning the behaviours observed are more
likely to be natural and true to life (1 mark).
 The researcher has less control over extraneous and confounding variables
(1 mark) meaning the experiment is less reliable and the causal relationship
between the independent variable and dependant variable cannot be
established (1 mark).
This candidate provides more evidence than is required for full marks.
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Higher Psychology
Question Paper 2015
Commentary
Commentary on Question 1(c)
The evidence for these candidates has achieved the following marks for Question
1(c) of this Course Assessment component.
Candidate 1
The candidate was awarded 3 marks. While this candidate provides a great deal
of information, they didn’t fully explain the sampling methods they have chosen
and instead focused on evaluation.
 Stratified sampling is where the researcher has a list of the target population
and selects people from that list (1 mark)
 The participants are selected from their group directly in proportion to the
ratio of the population (1 mark)
 Quota sampling, this is where the target population is presented on a list and
participants are selected (1 mark)
Candidate 2
The candidate was awarded 6 marks. Here the candidate provides features of
the sampling methods chosen, and goes onto provide examples and/or break
down the significance of the feature.
 Systematic sampling is when the amount of participants needed for the
experiment is known (1 mark) and they choose the nth person on the list of
target population (1 mark). For example, if 100 people were needed in a
target population of 1000, every 10th person would be chosen (1 mark).
 Another sampling method that allows a representative sample is random
sampling. This is when the experiment has a list of everyone in the target
population (1 mark) and participants are chosen randomly from this list. This
is often done using computer software or tables to choose people (1 mark).
The experimenter has to have a list of everyone in the population which may
be hard to find and may not be up to date (1 mark).
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Higher Psychology
Question Paper 2015
Commentary
Commentary on Question 1(d)
The evidence for these candidates has achieved the following marks for Question
1(d) of this Course Assessment component.
Each candidate has focused on the British Psychological Society (BPS) ethical
guidelines and the importance of protecting participants from harm.
Candidate 1
The candidate was awarded 8 marks. The candidate makes several references
to the BPS throughout their answer. In addition, demonstrates their
understanding of the need for ethics through their reference to previous research
and ethical guidelines.
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Brought to the world’s attention (1 mark)
Milgram shock experiments (1 mark)
Protects individuals (1 mark)
Informed consent (1 mark)
Right to withdraw (1 mark)
BPS states participants names must also be anonymous (1 mark)
Participants must not be deceived (1 mark)
Participants should leave the experiment in the same psychological, physical
and emotional state they came in with (1 mark)
Candidate 3
The candidate was awarded 8 marks. The candidate makes reference to the
BPS guidelines explaining the benefits of following the guidelines and the
possible impact on the research if not followed.
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All participants are protected (1 mark) with no permanent effects (1 mark)
Protects well-being and reputation of research (1 mark)
Ensures confidentiality (1 mark)
No deception – must be fully informed (1 mark)
Right to withdraw (1 mark)
Privacy should not be breached (1 mark)
De-brief - leave the same way as they went into experiment (1 mark)
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Higher Psychology
Question Paper 2015
Commentary
Commentary on Question 2(a)
The evidence for these candidates has achieved the following marks for Question
2(a) of this Course Assessment component.
Here we see a choice of topic for the Unit Individual Behaviour. Candidates 1 and
3 have chosen the option topic of Memory, while candidates 2 and 4 have
chosen the option topic of Phobias
Candidate 1
This candidate was awarded 12 marks, and has chosen the topic of Memory.
Here the candidate focuses on two theories; Multi-store Model and Working
Memory Model. For each theory the candidate has provided identification of the
differing components and gone on to explain these components. Through their
explanation of each theory the candidate has demonstrated their ability to
effectively explain the behaviour of memory. Evaluation was not required for this
question, and although this has been provided by the candidate, this has not
been awarded any marks.
 Multi-store Model of Memory – names and dates (1 mark)
 Identification of stores and demonstration through diagram of the linear
nature of this model (1 mark)
 Explanation of how information is passed from one store to the next (1 mark)
 The role of rehearsal and mention of forgetting (2 marks)
 Explanation of serial positioning and types of memory (2 marks)
 Working Memory Model – names and dates (1 mark)
 Components of the model identified and explained (2 marks)
 Use of explanations (1 mark)
 Links made to research (1 mark)
Candidate 2
The candidate was awarded 12 marks, and has chosen the topic of Phobias.
Here the candidate focuses on two Approaches: Behavioural and Biological. For
each approach the candidates is awarded marks for their explanation of key
features, and their use of research in explaining each key feature included.
Behavioural
 Conditioning – Classical and Operant, explanation of each is supported with
reference to research (3 marks)
 Social Learning Theory, explanation and support with reference to research
(3 marks)
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Higher Psychology
Question Paper 2015
Commentary
Biological Approach
 Explanation of Genetics supported by relevant research (2 marks)
 Explanation of Chemical imbalance with reference to research (2 marks)
 Explanation of Evolution with reference to research (2 marks)
Candidate 3
This candidate was awarded 12 marks, and has chosen the topic of Memory.
Here the candidate has chosen two approaches, cognitive approach and
psychodynamic approach and then concentrated their answer on the concept of
forgetting.
Cognitive Approach
Cue-dependency and/or retrieval failure (1 mark), the candidate goes onto
explain this (1 mark) and provides an example (1 mark). Link between encoding
and retrieval is also explained (1 mark). Retrieval failure is then explained (1
mark) along with context dependant cues (1 mark), again supported with an
example (1 mark).
Psychodynamic Approach
Repression is explained (1 mark) with proposed reasoning for why this occurs
(1 mark), and linked to the subconscious mind (1 mark). The candidate goes onto
provide a detailed example (1 mark) and links to suppression of memories (1
mark).
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Higher Psychology
Question Paper 2015
Commentary
Commentary on Question 2(b)
The evidence for these candidates has achieved the following marks for Question
2(b) of this Course Assessment component.
For this question candidates were asked how their chosen topic in question 2(a)
could support an individual’s wellbeing.
Across the four candidates response we can see candidates applying their
knowledge from Question 2(a) and that this can be done in a variety of different
ways.
Candidate 1
The candidate was awarded 8 marks for this question based on the topic from
Question 2(a) memory. They focus their answer on increasing memory and base
their answer on research into encoding in short-term and long-term memory, and
how the results of these studies can be used by students studying for exams.
Candidate 2
The candidate was awarded 8 marks for this question based on the topic from
Question 2(a) phobias. This candidate focuses their answer on supporting
individuals to understand how phobias develop, and finding ways to prevent
phobias. The candidate draws on a variety of evidence from the biological,
cognitive and psychodynamic approaches.
Candidate 3
The candidate was awarded 8 marks for this question based on the topic of
memory. Similarly to candidate 1, the focus was on supporting students with
exams. Although this candidate uses the research they described in Question
2(a) in relation to cue and state dependency, and how this can be understood
and used for enhance exam performance.
Candidate 4
The candidate was awarded 8 marks for this question based on the topic from
Question 2(a) phobias. Here the candidate focuses on assisting a person to
understand their phobia and introduces Cognitive Behavioural Therapy. The
candidate goes onto provide additional relevant information in relation to
supporting wellbeing, suggesting wellbeing can be supported through
encouraging people to develop an understanding of phobias and explore possible
causes of a phobia from different approaches.
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Higher Psychology
Question Paper 2015
Commentary
Commentary on Question 3(a)
The evidence for these candidates has achieved the following marks for Question
3(a) of this Course Assessment component.
Here candidates are asked to analyse one research study related to conformity.
Candidates are awarded marks for analyse and not simply for evaluation. While
evaluative comments do attract marks these need to be explained in relation to
the impact validity and reliability of the research, or to understanding of the topic
of conformity.
Candidate 1
The candidate was awarded 6 marks for this question. Definition of conformity
attracts no marks, and while there is a detailed description of Asch’s study this in
its self can only be awarded 2 marks. The candidate gains a further 4 marks for
the evaluative comments relating to design of the experiment and real world
implications. (Identifying parts, drawing out and relating implications), purely
evaluative comments that have not been explained or related cannot be awarded
any marks.
Candidate 3
The candidate was awarded 8 marks for this question, as they provided
commentary on the relevance of Asch’s study to the understanding of conformity
behaviour. Identify parts (design features and results), their relationship to the
whole (understanding of conformity) and to draw out and relate implications.
Candidate 4
The candidate was awarded 8 marks for this question, 2 marks for providing a
description of the procedure and basic results, and 1 further mark for relating the
effect of the majority on individual perception. 5 marks have been awarded for
the explanation of evaluative points which relate to the validity and reliability of
the study as a whole.
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Higher Psychology
Question Paper 2015
Commentary
Commentary on Question 3(b)
The evidence for these candidates has achieved the following marks for Question
3(b) of this Course Assessment component.
Here candidates are asked to choose an option topic for Social Behaviour and
explain this using two theories and/or concepts.
Candidate 1
The candidate has chosen the topic of Love and Attraction, and has been
awarded 12 marks for this question. This candidate chooses two theories to
explain their topic; sociobiological theory and reinforcement theory. For each
theory the candidate identifies relevant key features and uses these to explain
their topic, with support from relevant examples, to illustrate their point with
further support from relevant research.
Candidates 2 and 4
These candidates have chosen the topic of Social Relationships, choosing two
theories biological/evolutionary and matching hypothesis. Both candidates were
awarded 12 marks for this question. Both use differing examples of research
which are equally relevant, and help to demonstrate the diversity of response that
candidates can make.
Candidate 3
The candidate has chosen the topic of Prejudice and has been awarded 12
marks for this question. The candidate chooses two theories to explain their
topic; Adorno et al’s (1950) Authoritarian Personality Theory and Bollards (1939)
Frustration and Aggression Hypothesis. For each theory the candidate identifies
relevant key features and uses these to explain their topic with support from
relevant examples.
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